CIS Fall 2014 Program Review Self-Study...CIS 1 class is the class that has the highest student...
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PROGRAM REVIEW: COMPUTER AND INFORMATION SCIENCE Fall 2014
Transcript of CIS Fall 2014 Program Review Self-Study...CIS 1 class is the class that has the highest student...
PROGRAM REVIEW: COMPUTER AND INFORMATION SCIENCE
Fall 2014
CIS – COMPUTER AND INFORMATION SCIENCE
1.1 Introduction. The college’s CIS program was introduced during the early 80’s and has
been around for over 30 years. The college initially offered three components: 1. Computer
Programming, 2. Microcomputer Applications, and 3. Network Administration. The Network
Administration program was renamed and modified around 1995 and is now known as Web
Administration. The curriculum has been modified to enhance the programs and to keep up with
the changes and new developments in technology. The Microcomputer Applications program is
currently being changed and will be renamed Computer Information Technology. The Web
Administration program is being changed and will be renamed Web Design and Administration.
We offer an Associate’s Degree of Science and a certificate in Certificate of Achievement. Many
students come to the department with the goal of obtaining entry level employment in the field of
Information Technology.
The Computer Programming major is designed to prepare the student for employment as a
computer programmer trainee. A certificate of achievement can be obtained upon completion of
the 33-unit major listed below. The Associate in Science Degree may be obtained by completing
a total of 60 units, including the major, general education requirements and electives. Students
obtaining a degree in this program demonstrate a proficiency in computer programming in at least
three programming languages.
The college plans to begin offering the AS-T degree in programming once the modified
curriculum is approved by the state chancellor’s office. The required changes were submitted an
approved by the curriculum committee.
CIS 001 Introduction to Computer Science. . . . .
BUS 092 Business Communication
3
CIS 022 Introduction to Programming . . . . . . . .
. . . 3
CIS 055 MS Windows Operating Systems . . . . . .
. . 3
CIS 023 Data Structures and Algorithms . . . . . . .
. . 3
CIS 015 Programming in Visual Basic.NET . . . .
. . . 3
CIS 089 Essential Networking Technologies . . ..
. . . 3
CIS 078 Access -Database Management System .
. 3
CIS 052 UNIX Operating System
(UNIX OPERATING SYST). . . . . . . . . . . . . . . .
. . . 3
CIS 020 Assembly Programming . . . . . . . . . . . . .
. . 3
Total Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
Three (3) units from the following
Recommended
Electives: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.Units
ACCT 001 Principles of Accounting - Financial.
.. . . 4
ACCT 002 Principles of Accounting –
Managerial . ..4
BUS 005 Introduction to Business . . . . . . . . . . .
. 3
CIS 035 Introduction to Java Programming . . . .
. . 3
CIS 060 Introduction to the Internet . . . . . . . . . ..
. 1.5
CIS 061 Creating Web Pages . . . . . . . . . . . . . . .
. 3
CIS 066 Microsoft Word. . . . . . . . . . . . . . . . . . ..
. . 3
CIS 068 Object Oriented Game Programming
with Flash
3
CIS 073 Microsoft Excel . . . . . . . . . . . . . . . . . . .
. . . 3
The Microcomputer Applications major is designed to prepare the student for employment as a
microcomputer Applications specialist. The Associate in Science degree may be obtained by
completion of 60 units, including the major, general education requirements, and electives. A
certificate of achievement can also be obtained upon completion of the 30-unit major listed
below. Students obtaining a degree in this program demonstrate proficiency in the use of word
processing, spreadsheet, personal information management, database, web authoring, operating
systems and presentation software.
REQUIRED COURSES . . . . . . . . . . . . . . . . . . .
. . . . . Units
BUS 092 Business Communication . . . . . . . . . . .
. . 3
CIS 001 Introduction to Computer Science. . . . . .
. . 3
CIS 015 Programming in Visual Basic.NET . . . .
. . . 3
CIS 055 MS Windows Operating Systems . . . . . .
. . 3
CIS 061 Creating Web Pages . . . . . . . . . . . . . . . .
. . 3
CIS 066 Microsoft Word. . . . . . . . . . . . . . . . . . . .
. . . 3
CIS 073 Microsoft Excel . . . . . . . . . . . . . . . . . . .
. . . 3
CIS 078 Access -Database Management System .
.3
CIS 089 Essential Networking Technologies . . .
. . . 3
CIS 090 Introduction to PowerPoint. . . . . . . . . . .
. 1.5
CIS 091 Microsoft Outlook . . . . . . . . . . . . . . . . .
. . 1.5
Total Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 30
Recommended Electives
ACCT 001 Principles of Accounting – Financial
ACCT 002 Principles of Accounting -
Managerial
BUS 005 Introduction to Business
CIS 020 Assembly Programming
CIS 022 Introduction to Programming
CIS 035 Introduction to Java Programming
CIS 060 Introduction to the Internet
CIS 066 Microsoft Word
CIS 080 SQL Database Management Systems
CIS 093 MS Publisher
OCED 090 Occupational Work Experience
OCED 091 General Work Experience
The Web Development and Administration major is designed to prepare the student for
employment as a web site administrator and/or developer. The Associate in Science degree may
be obtained by completion of 60 units, including the major, general education requirements, and
electives. A certificate of achievement can also be obtained upon completion of the 33-unit major
listed below. Students obtaining a degree in this program demonstrate proficiency in the use of
word processing, spreadsheet, personal information management, database, web authoring,
operating systems and presentation software. CIS 001 Introduction to Computer Science. . . . . .
. . 3
CIS 061 Creating Web Pages . . . . . . . . . . . .. . . . .
. 3
CIS 062 Creating Web Interactivity with Flash . .
. . . 3
CIS 069 Multimedia for the Web . . . . . . . . . . . .. .
. . 3
CIS 072 Extensible Markup Language (XML). .
.. . 1.5
CIS 075 Client-Side Web Programming . . . . . . . .
. . 3
CIS 080 SQL Database Management Systems . . .
. 3
CIS 081 Server-Side Web Programming . . . . . . .
. . 3
CIS 083 Web Server Administration . . . . . . . . .. .
. . 3
CIS 089 Essential Networking Technologies . . . .
. . 3
CIS 111 Web Design with Cascading Style
Sheets 1.5
Elective(s) selected from the Recommended
Electives3
Total Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 33
Recommended Electives (Select three units)
CIS 015 Programming in Visual Basic.NET . . . ..
. . . 3
CIS 022 Introduction to Programming . . . . . . . .
.. . . 3
CIS 023 Data Structures and Algorithms . . . . . . .
. . 3
CIS 035 Introduction to Java Programming . . . .
.. . . 3
CIS 068 Object Oriented Game
Programming with Flash . . . . . . . . . . . . . . . . . . . .
3
CIS 078 Access -Database Management System .
. .3
CIS 120 Developing XML Web Services. . . . . .
. .1.5
CIS 121 PHP Programming with MySQL. . . . . .
.. . . 3
1.2 Relationship to College Mission and Strategic Goals. The CIS Department’s mission mirrors
that of the college. The department educates an ethnically diverse student population. We provide
innovative instruction while also providing hand-on instruction in our computer labs. Our students
have access to the latest software and hardware on the main campus as well as the Vacaville and
Vallejo Centers. While providing excellent class room instruction the full-time CIS faculty also
assist students by providing approximately 25 hours of support in the CIS labs every week. Our
students not only learn the latest technological concepts but also learn how to use the latest
software.. We are committed to help our students to achieve their educational, professional and
personal goals. The majority of our classes in the respective CIS programs transfers to a CSU and
some of the classes we offer our UC transferable.
1.3 Enrollment The last CIS program review was completed during the 2008-2009 academic year.
CIS enrollments are down from a high of 1,009 in Spring 2009 to a low of 793 in Spring 2013. The
number of sections offered in Fall 2008 was 55 and is now down to 44 in Spring 2013. This is due
to a request from the administration to not offer as many sections and also the cancellation of
summer school during the summer 2012. In the CIS 1 class which transfers to all UC’s and CSU’s
the section count remained consistent and averaged 8.9 sections from Fall 2008 to Spring 2013. The
CIS 1 class is the class that has the highest student enrollment. It is a required course for all the CIS
programs and is a prerequisite for several other CIS classes. Enrollment in CIS 1 since 2008 has
been consistent averaging 272.8 students per semester, with a high of 383 during the Fall 2012
semester. Unfortunately, many of the classes necessary to receive a degree or certificate such as CIS
20, CIS 23, CIS 35, CIS 61, CIS 78, and CIS 89 are now only offered one time each semester. The
following table reflects course enrollments for all CIS courses from 2007 to 2011.
3
SECTION COUNTS
Table below shows the count of number of sections offered of a particular course within
Computer & Info Science. Any courses that are part of a cross-list group are marked
with an "x". Further information on scheduling patterns of cross listed courses can be
found in section 2.9 "Fill Rates, Class Size and Efficiency".
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Total 49 53 14 40 43 45 44 10 29 44 11 34
CIS 001 8 9 2 8 9 11 9 4 8 11 6 10
CIS 015 1 1
1 1 2 2
1 2
CIS 020 1
1
1
1
2
CIS 022 2 1 1 1 1 2 2
2 4 1 2
CIS 023
1
1
1
1
CIS 035
1
1
1
CIS 049
1
1 1 2
CIS 050 6 5 2 5 5 5 4 1 3 6 1 5
CIS 052
1
1
1
1
CIS 055
1
1
1
1
1
CIS 060
1
CIS 061 3 1
2 1 1 1 1 1 2 1 1
CIS 062 2 1 1
1
1
CIS 066 5 5 3 4 4 3 3 2 3 4
5
CIS 069 1
1
CIS 070
1 1 1
1
CIS 072
1
CIS 073 4 5 1 4 4 4 5 1 3 4 2 2
CIS 075
1
1
CIS 078 2 2 1 2 1 1 1
2 1
1
CIS 080 1
1
1
CIS 081
1
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
CIS 083 1
CIS 085
1 2
1
CIS 087
1
1
1
CIS 089 1 1
1 1 1 1
1 1
1
CIS 090 2 2
2 2 2 2 1 2 2
2
CIS 091 1 1 1 1 1 1 1
1 1
1
CIS 093
1
1 1
CIS 102
2
CIS 102 x 2 2
1 2
2
CIS 105
2
CIS 105 x 2 2
2 2
2
CIS 106
2
CIS 106 x 2 2
1 2
2
CIS 111
1
CIS 172 x 1
CIS 173 x
1
CIS 174 x 1
HEADCOUNTS
Table below shows the count of number of students enrolled in a particular course
within Computer & Info Science. The total shows the number of students within the
entire discipline.
Fall
2010
Sprin
g
2011
Summe
r
2011
Fall
201
1
Sprin
g
2012
Fall
201
2
Sprin
g
2013
Summe
r
2013
Fall
201
3
Sprin
g
2014
Summe
r
2014
Fall
201
4
Total 880 977 336 840 869 870 783 232 675 861 207 785
CIS 001 257 295 72 307 306 383 293 111 265 332 134 341
CIS 015 33 36
18 40 49 37
27 36
CIS 020 24
28
30
31
32
CIS 022 51 44 24 43 38 58 53
53 78 13 61
5
CIS 023
16
16
23
20
CIS 035
22
12
12
CIS 049
1
2 1 2
Fa
ll
20
10
Spri
ng
201
1
Sum
mer
201
1
Fa
ll
20
11
Spri
ng
201
2
Fa
ll
20
12
Spri
ng
201
3
Sum
mer
201
3
Fa
ll
20
13
Spri
ng
201
4
Sum
mer
201
4
Fa
ll
20
14
CIS 050 168 169 85 137 163 151 118 39 103 150 11 148
CIS 052
21
27
20
18
CIS 055
28
30
33
27
24
CIS 060
19
CIS 061 70 29
51 28 25 27 24 25 40 25 21
CIS 062 41 23 20
18
19
CIS 066 99 115 57 84 94 73 69 47 77 88
112
CIS 069 17
22
CIS 070
28 21 29
19
CIS 072
26
CIS 073 107 133 36 92 105 75 107 22 64 81 30 58
CIS 075
20
12
CIS 078 47 31 30 46 26 25 22
44 19
15
CIS 080 20
23
12
CIS 081
18
CIS 083 18
CIS 085
17 32
10
CIS 087
27
27
33
CIS 089 24 19
27 22 22 30
28 23
25
CIS 090 39 32
41 39 37 28 13 43 35
38
CIS 091 20 15 17 24 23 25 19
23 28
24
CIS 093
31
22 26
CIS 102
12
CIS 102 x 24 31
19 15
11
CIS 105
9
CIS 105 x 28 33
31 11
7
CIS 106
15
CIS 106 x 25 25
20 18
16
CIS 111
24
CIS 172 x 15
Fa
ll
20
10
Spri
ng
201
1
Sum
mer
201
1
Fa
ll
20
11
Spri
ng
201
2
Fa
ll
20
12
Spri
ng
201
3
Sum
mer
201
3
Fa
ll
20
13
Spri
ng
201
4
Sum
mer
201
4
Fa
ll
20
14
CIS 173 x
10
CIS 174 x 7
FTES
Table below shows the count of number Full Time Equivalent Students (FTES)
generated in a particular course within Computer & Info Science. The total shows the
total FTES for the entire discipline. 1 FTES is equivalent to 525 hours of instruction.
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Total 139.9 154.5 46.8 126.3 132.3 133.5 123.5 32.0 90.4 113.7 24.7 102.4
CIS 001 34.9 39.8 8.9 40.8 40.8 51.5 38.4 13.9 35.3 44.1 16.9 45.1
CIS 015 4.4 4.8
2.4 5.3 6.4 4.9
3.6 4.8
CIS 020 3.4
3.7
4.0
4.0
4.3
CIS 022 7.0 5.9 3.0 5.7 5.1 9.1 7.1
7.1 10.4 1.6 8.1
CIS 023
2.2
2.1
2.9
2.7
CIS 035
2.9
1.6
1.6
CIS 049
0.1
0.6 0.3 0.4
CIS 050 22.8 22.4 10.7 18.3 21.7 19.7 15.6 5.1 10.2 15.0 1.0 14.8
CIS 052
2.8
3.6
2.7
1.8
CIS 055
3.7
4.0
4.4
2.7
2.4
CIS 060
1.2
CIS 061 9.5 4.1
6.8 3.7 3.2 3.5 3.1 2.4 4.0 2.5 2.1
CIS 062 5.5 3.1 2.6
2.4
2.5
CIS 066 13.2 15.4 7.4 11.4 12.5 9.6 9.2 6.1 7.7 8.8
11.4
CIS 069 2.3
2.9
CIS 070
3.7 2.8 3.9
1.9
CIS 072
1.7
7
CIS 073 14.1 17.7 3.6 12.3 14.2 10.5 15.5 2.9 6.3 8.0 2.7 5.8
CIS 075
2.7
1.2
CIS 078 6.3 4.0 3.9 6.1 3.5 3.3 2.8
4.2 1.9
1.5
CIS 080 2.7
3.1
1.6
CIS 081
2.4
CIS 083 2.4
CIS 085
2.3 4.1
1.0
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
CIS 087
3.6
3.5
3.3
CIS 089 3.2 2.5
3.6 2.9 2.9 4.0
2.8 2.3
2.5
CIS 090 2.5 2.3
2.6 2.7 2.3 1.8 0.8 2.4 1.7
1.8
CIS 091 1.5 1.3 1.0 1.6 1.1 1.8 1.2
1.1 1.4
1.1
CIS 093
2.0
1.5 1.7
CIS 102 0.4 0.5
0.3 0.2 0.2 0.2
CIS 105 0.4 0.5
0.5 0.2 0.1 0.1
CIS 106 1.1 0.8
1.3 1.2 0.9 1.1
CIS 111
1.6
CIS 172 1.2
CIS 173
1.7
CIS 174 1.2
Table 1. SCC’s Strategic Directions and Goals
Goal 1: Foster Excellence
in Learning Program Evidence
Obj. 1.1 Create an
environment that is
conducive to student
learning.
CIS faculty provide innovative ways to teach the technology. We are
accessible in the classroom. Our classrooms have a computer workstation
for every student. We also have CIS computer labs on the main campus,
and at the Vallejo and Vacaville Centers. Students know most of the full-
time CIS faculty very well. For several years the department has hired
several CIS majors as tutors and as computer lab assistants. Each full-time
CIS instructor is scheduled to assist students in the computer labs for at
least four hours per week each semester.
Obj. 1.2 Create an
environment that supports
quality teaching.
We utilize technological resources via Perkins funding. Each CIS
classroom contains at least 30 computer workstations. Our students also
have access to free software and software that is substantially reduced in
price via Dreamscape and also MSDN (Microsoft Digital Subscriber
Downloads)
Obj. 1.3 Optimize student
performance on
Institutional Core
Competencies
CIS faculty conduct SLO assessments to evaluate student performance.
Faculty meet regularly (at least once a month) to discuss pedagogy,
curriculum and various testing methodologies. Faculty also attend
presentations, workshops, and seminars on the latest technologies to
improve the CIS curriculum.
Goal 2: Maximize Student
Access & Success Program Evidence
Obj. 2.1 Identify and
provide appropriate
support for underprepared
students
Full-time instructors have provided special Friday afternoon study sessions
for students who are having difficulty making the programming concepts a
reality. For the Fall 2013 semester we have a dedicated CIS programming
tutor. We also have lab student aides in rooms 504 and 507 who help
students with the Microsoft Office programs as well as the Adobe software
programs.
Obj. 2.2 Update and
strengthen career/technical
curricula
The department is currently looking to add a mobile applications class to its
curriculum. It is also looking into the possibility of adding two new
programs: Data Mining and Game Programming. Added to new courses
since the last review CIS 112 – Introductions to Robotics Programming,
and CIS 113 – Introduction to Programmable Logic Controllers.
Obj. 2.3 Identify and
provide appropriate
support for transfer
students
We currently have articulation agreements with the UC’s and CSU’s. Our
classes numbered 1-49 transfer to the UC’s and our classes numbered 50-99
transfer to the CSU’s The new AS-T transfer degree has been approved by
the curriculum committee and is waiting on approval by the state
chancellor’s office.
.
9
Obj. 2.4 Improve student
access to college facilities
and services to students
Students have access to instructor’s files and folders via the web. Datafiles
as well as course syllabi can be easily downloaded. We now have
specialized CIS tutors for programming and microcomputer applications
major who work in the computer labs on the main campus (504, 507) and
also at the Vacaville center by appointment.
Obj. 2.5 Develop and
implement an effective
Enrollment Management
Plan
Three of the instructors Mark Berrett, Kevin Anderson, and John Urrutia
currently serve as advisors to the Gamers Club.
There were 42 students at the recent meeting (9/20/13) of the gamers club.
We believe by assisting this campus club CIS enrollments will increase.
Goal 3: Strengthen
Community Connections Program Evidence
Obj. 3.1 Respond to
community needs
We are currently looking to visit with representatives from two temp
employment agencies; Office team and Adecco. We need to determine the
needs that local employers have with respect to information technology. At
the last Advisory committee meeting we developed a relationship with one
of the employers (see minutes of CIS Advisory committee meeting) to
better address their needs and concerns. We are looking to provide students
interns for this employer.
Obj. 3.2 Expand ties to the
community
The CIS faculty would like to visit the local high schools at least once per
semester to learn what technologies are currently being taught in the high
schools and inform the high school students of our CIS programs and the
college’s CIS curriculum. We currently have an articulation agreement with
Vanden High School for our CIS 50 Microcomputer Applications class.
Our contact person at Vanden High School is Business instructor Lisa
Leone.
Goal 4: Optimize
Resources Program Evidence
Obj. 4.1 Develop and
manage resources to
support institutional
effectiveness
The CIS department is in dire need or more physical space. We need a
meeting room where students can come and discuss the latest technologies
as well as the hardware and software to test the latest technologies. The
faculty believes with the additional space and hardware, we would be an
excellent candidate to become a Beta test site for new software releases.
Additionally we need a room where we can house computers that we are
currently working on (i.e., software upgrades, new hardware, etc...). This
would enable the department to be on the leading edge of technology rather
than waiting months if not years to utilize the technological advances being
made in the industry.
Obj. 4.2 Maximize
organization efficiency and
effectiveness
Currently, the CIS faculty has no meeting place to discuss program
changes, curriculum revisions, and hardware upgrades. Two of the full-time
instructor’s offices are in Vacaville and Vallejo respectively. We need all
faculty input to discuss class scheduling (online, face to face, Vallejo,
Vacaville and the main campus). We3 need to develop a matrix to
determine who can teach what classes.
1.4 Population Served. The CIS full-time faculty has reviewed the CIS course enrollments for the past
five years and recognizes it is increasing, however we have lost five full-time CIS instructors without
hiring a replacement. The department is stretched to its limits. From the current full-time CIS faculty
we must staff for Vallejo and Vacaville centers and the main campus. We have a reduced adjunct pool
due to the decrease in CIS course offering over the past five years. We believe we can serve a greater
student population, but without the additional full-time faculty and an increase in the CIS adjunct pool
we will not experience growth due the limited number of course offerings. Also, Professor Anderson
has recruited students who are currently in the Umoja and/or Trailblazers program. In the future the
faculty plans to actively seek out students in the MESA, Puente and First Year Experience programs.
% ENROLLMENT BY GENDER
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Female 51% 50% 50% 48% 47% 44% 46% 53% 44% 45% 50% 45%
Male 48% 48% 48% 51% 51% 55% 53% 45% 55% 53% 48% 53%
Not Reported 1% 2% 1% 1% 1% 1% 1% 2% 1% 2% 2% 2%
Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
% Enrollment by Student Age
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
0%
0-17 3% 2% 13% 5% 2% 4% 1% 6% 3% 3% 9% 8%
18-25 52% 50% 39% 52% 55% 57% 55% 46% 52% 52% 45% 54%
26-30 11% 12% 13% 13% 13% 11% 11% 12% 13% 16% 15% 14%
31-35 7% 9% 8% 8% 7% 7% 9% 14% 8% 7% 9% 6%
36-40 6% 8% 7% 6% 6% 5% 5% 6% 7% 5% 6% 4%
41-45 6% 5% 5% 5% 6% 4% 4% 3% 3% 6% 8% 5%
46+ 14% 14% 15% 12% 11% 11% 14% 13% 14% 13% 8% 10%
Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
Obj. 4.3 Maintain up-to-
date technology to support
the curriculum and
business functions.
We are currently looking into converting our CIS curriculum from a
Windows 7 platform to Windows 8 as well as upgrading to Microsoft 2013
and Visual Studio 2015.
11
% Enrollment by Ethnicity
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fa
ll
201
4
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
Am. Indian
or Alaskan
Native
1% 2% 2% 3% 2% 2% 2% 3% 3% 3% 5% 2%
Asian or
Pacific
Islander
15% 13% 17% 17% 16% 18% 19% 21% 20% 20% 23% 23%
Black
Non-
Hispanic
23% 20% 16% 19% 20% 17% 16% 17% 19% 17% 15% 18%
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Hispanic 15% 12% 21% 15% 19% 20% 17% 21% 19% 18% 19% 22%
Other 14% 26% 11% 13% 11% 9% 6% 5% 5% 4% 3% 3%
White
Non-
Hispanic
31% 27% 32% 33% 32% 33% 40% 33% 34% 38% 35% 31%
Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
% Enrollment by Student Type
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Continuing 66% 69% 56% 65% 73% 60% 70% 66% 65% 65% 35% 54%
First Time
Student 13% 10% 7% 15% 7% 14% 6% 5% 11% 7% 12% 17%
First Time
Transfer 8% 7% 11% 6% 6% 7% 9% 9% 8% 10% 21% 10%
Returning 11% 12% 13% 12% 11% 17% 14% 15% 13% 15% 22% 15%
Special
Admit
Student K-
12
2% 2% 13% 2% 2% 3% 1% 6% 2% 3% 10% 4%
Uncollected
/Unrep
orted
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
5. Status of Progress toward Goals and Recommendations.
Over the past five years the College has awarded 22 CIS degrees in Microcomputer Applications and 9
certificates; 9 degrees in Computer Programming and 5 certificates; and finally 4 degrees and 6 certificates
in Web Administration and Design.
Table 2. Educational Master Plan
Educational Master Plan
Goals
Status
Continue to provide courses
online using Canvass LMS
Develop programs to
respond to emerging
technology needs
Expand course offerings
One of our CIS adjunct instructors has
completed the Canvas training.
Another faculty member is currently
developing the Excel for online
instruction.
The Microcomputer Applications
program is being revised and will now
become the Computer Information
technology program, based the latest
labor market data.
We have recently added the CIS21
course, discrete structures for computer
science to enhance the computer
programming major.
Table 3. Program Review Recommendations
Recommendation Status
1. Recruit and hire a new full-time
CIS programming instructor for
the Spring 2014 semester.
Professor Mark Berrett was hired as the new CIS
programming Instructor. He began Spring 2014..
2. . Develop a new Mobile
Applications programming course
in Java.
The student’s enthusiasm for this particular project has
waned and we are revisiting this in light of the program
changes we are making.
3. Develop an IT Technician Pathway
and Business Information Worker
program.
(see Attached -Appendix B -
Program Information)
The Business Information Worker program has been
completed, but has not yet been submitted to the
curriculum committee. The IT Technician Pathway
program is being developed by the faculty in the CIS
department. Both programs will be submitted to
curriculum committee before the end of the Spring 2016
semester.
4. Design and develop a new CIS
student resource area.
This recommendation is part of the Measure Q Facilities
Master Plan.
1.6 Future Outlook. The outlook for jobs in the area of Computers and Information Technology looks excellent. The need for people
entering into said occupations or professions changes rapidly as evidenced by the most recent data from the U.S.
Department of Labor Bureau of Labor Statistics the information provided in the link listed here: http://www.bls.gov/
13
The chart below displays the employment trends for workers in computer related occupations for ten years (2012-
2022).
Over the next 10 years the projected annual job openings for Application Software Developers is more than 23%, and
Web Developers more than 20%. (See Chart below)
Occupatio
n code
Occupation title
(click on the
occupation title
to view its
profile)
Level Employment Employment RSE Employment per
1,000 jobs
Median
hourly
wage
Mean
hourly
wage
Annual
mean wage
Mean
wage
RSE
51-4012
Computer
Numerically
Controlled
Machine Tool
Programmers,
Metal and Plastic
detail 24,960 2.4% 0.185 $22.84 $24.13 $50,200 0.8%
51-4011
Computer-
Controlled
Machine Tool
Operators, Metal
and Plastic
detail 148,040 1.7% 1.096 $17.52 $18.23 $37,920 0.5%
51-4010
Computer
Control
Programmers and
Operators
broad 172,990 1.6% 1.280 $18.15 $19.08 $39,690 0.5%
49-2011
Computer,
Automated
Teller, and Office
Machine
Repairers
detail 110,940 2.2% 0.821 $17.58 $18.49 $38,450 0.6%
43-9071
Office Machine
Operators, Except
Computer
detail 66,530 2.3% 0.492 $13.71 $14.52 $30,200 0.5%
43-9011 Computer
Operators
detail 58,060 2.1% 0.430 $19.03 $19.83 $41,240 0.6%
25-1021
Computer
Science Teachers,
Postsecondary
detail 35,410 2.2% 0.262 (4) (4) $80,730 0.9%
25-1020
Math and
Computer
Teachers,
Postsecondary
broad 89,420 1.6% 0.662 (4) (4) $76,780 0.8%
17-2072
Electronics
Engineers, Except
Computer
detail 133,990 1.9% 0.992 $46.05 $47.91 $99,660 0.5%
17-2061
Computer
Hardware
Engineers
detail 76,360 4.2% 0.565 $52.13 $53.20 $110,650 0.9%
15-1199
Computer
Occupations, All
Other
detail 212,510 1.0% 1.573 $40.10 $41.12 $85,520 1.0%
15-1152
Computer
Network Support
Specialists
detail 174,490 1.3% 1.291 $29.72 $31.80 $66,140 0.5%
Occupatio
n code
Occupation title
(click on the
occupation title
to view its
profile)
Level Employment Employment RSE Employment per
1,000 jobs
Median
hourly
wage
Mean
hourly
wage
Annual
mean wage
Mean
wage
RSE
15-1151
Computer User
Support
Specialists
detail 563,540 0.8% 4.170 $22.89 $24.76 $51,500 0.3%
15-1150
Computer
Support
Specialists
broad 738,030 0.7% 5.462 $24.22 $26.42 $54,960 0.3%
15-1143
Computer
Network
Architects
detail 140,080 1.4% 1.037 $47.32 $48.42 $100,710 0.4%
15-1142
Network and
Computer
Systems
Administrators
detail 365,430 0.8% 2.704 $36.44 $38.35 $79,770 0.3%
15-1131 Computer
Programmers
detail 302,150 1.4% 2.236 $37.28 $39.75 $82,690 1.3%
15-1121 Computer
Systems Analysts
detail 528,320 0.9% 3.910 $39.76 $41.98 $87,320 0.4%
15-1120
Computer and
Information
Analysts
broad 608,500 0.9% 4.503 $40.13 $42.25 $87,890 0.3%
15-1111
Computer and
Information
Research
Scientists
detail 24,210 4.2% 0.179 $52.09 $54.42 $113,190 1.4%
15-1100 Computer
Occupations minor 3,692,980 0.5% 27.329 $38.17 $40.31 $83,840 0.5%
15-0000
Computer and
Mathematical
Occupations
major 3,834,180 0.5% 28.374 $38.18 $40.37 $83,970 0.5%
11-3021
Computer and
Information
Systems
Managers
detail 330,360 0.8% 2.445 $61.37 $65.52 $136,280 0.4%
In California the projected annual job openings for Application Software Developers should reach 4,020 by 2022. The
number of workers employed as Application Software Developers in California should exceed 123,000 by 2022.
California expects to have over 28,000 Web Developers by 2022, with an expected growth rate from 2012 to be more
than 32%. In conjunction with State Chancellor’s, we expect the new BIW and IT Technician programs to provide an
effective balance of training, certifications and experience to develop Business and IT professionals without a 4-year
degree.
http://www.careerinfonet.org/
15
United States
Employment Percent
Change
Projected
Annual Job
Openings * 2012 2022
Computer Programmers 343,700 372,100 +8% 11,810
Database Administrators 118,700 136,600 +15% 4,030
Software Developers, Applications 613,000 752,900 +23% 21,850
Software Developers, Systems Software 405,000 487,800 +20% 13,470
Web Developers 141,400 169,900 +20% 5,070
California
Employment Percent
Change
Projected
Annual Job
Openings * 2012 2022
Computer Programmers 39,900 44,700 +12% 1,530
Database Administrators 10,900 13,200 +21% 440
Software Developers, Applications 95,100 123,100 +29% 4,020
Software Developers, Systems Software 79,300 98,300 +24% 2,920
Web Developers 21,500 28,300 +32% 1,020
* Projected Annual Job Openings refers to the average annual job openings due to growth and net replacement.
National Data Source: Bureau of Labor Statistics, Office of Occupational Statistics and Employment Projections
State Data Source: California Employment Development Department, Labor Market Information
CURRICULUM DEVELOPMENT, ASSESSMENT, AND OUTCOMES
Program Level Outcomes
2.1 The PLOS listed below are for the CIS Associate’s degree and certificate (Computer Programming, Microcomputer
Applications and Web Development and Administration). The assessments are based on the cumulative work completed in
the core curriculum for the degree/certificate. The department will need to come to agreement about whether the PLOs will
remain the same and how they will be assessed once the new CIS AS-T degree has been approved anticipated in Fall 2014.
The CIS faculty plans to discuss this at the CIS Advisory Committee meeting scheduled for November 20, 2013 and then
finalize our plans and decisions by Spring 2015.
Table 4.a Program Level Outcomes (Programming)
Program Level Outcomes ILO (Core 4) How PLO is assessed
1.
Students will be able to
construct applications that
use GUI (graphical user
interface) components and
access databases for data
permanence.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative programming
exercises. The outcomes are
being measured over
multiple courses and
sections.
2.
Students will be able to
develop a programming
solution to a data structure
problem using object-
oriented methodologies and
appropriate data structures
and algorithms.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative programming
exercises. Again the
outcomes are being
measured over multiple
courses and sections.
3.
Students will be able to
implement a well-designed,
properly normalized
relational database after
analyzing user requirements
and business rules.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative programming
exercises. Again the
outcomes are being
measured over multiple
courses and sections
17
Table 4.b Program Level Outcomes (Microcomputer Applications)
Program Level Outcomes ILO (Core 4) How PLO is assessed
1.
Demonstrate knowledge of
application software such as
word processing,
spreadsheets, personal
information management,
database management
systems, networking,
presentation and web
authoring software.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative programming
exercises and
microcomputer applications
exercises. Score of 70% or
higher on written exams.
The outcomes are being
measured over multiple
sections and courses.
2.
Demonstrate programming
skills, at beginning level, in
at least one programming
language and be proficient
in using the programming
development tools
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative programming
exercises. Score of 70% or
higher on written exams.
Again the outcomes are
being measured over
multiple courses and
sections.
3.
Effective oral and written
communication skills.
(I C; II A,B,D,III A,C)
Grade of C or better in
Business 092 (Business
Communication).The
outcomes are being
measured over multiple
sections of the Business 92
course.
Table 4.c Program Level Outcomes (Web Development and Administration)
Program Level Outcomes ILO (Core 4) How PLO is assessed
1.
Properly use web authoring
software design elements
and an HTML editor in
creating web pages.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative web page
development assignments
and exams.
2.
Describe and explain the
use of a database in a
website utilizing input
forms, queries and database
results.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative database
interface exercises and
exams.
3.
Develop a project
incorporating cascading
style sheets, search forms,
tables, photo galleries,
shared borders, themes,
interactive components,
dynamic web pages and
publishing to a web site.
(I C; II A,B,D,III A,C)
Score of 70% or higher on
cumulative web
assignments and exams.
2.2 Report on how courses support the Program Level Outcomes at which level (introduced (I), developing (D), or
mastered (M))
19
Table 5.a Program Courses and Program Level Outcomes
Please bear in mind that the mastery indicated with respect to PLO 3 is the mastery for an entry-level programmer/analyst,
web designer, or software engineer. Students acquire the skills but most of them do not have the requisite experience that
would demonstrate their mastery.
CIS Computer Programming Associate’s Degree
PLO 1
Demonstrate an understanding
of the computer science
industry both from the
hardware, software, and
networking perspective
PLO 2
Demonstrate programming
skills, at beginning level, in at
least two programming
languages and be proficient in
using the programming
development tools.
PLO 3
Effective oral and
written
communication.
CIS
001
I
BUS
092
M
CIS
022
I D I
CIS
055
D I
CIS
023
I M I
CIS
015
I M I
CIS
089
D I
CIS
078
M D I
CIS
052
D D I
CIS
020
D M I
Table 5.b Program Courses and Program Level Outcomes
CIS Computer Web Development and Administration Associate’s Degree
Table 5.c Program Courses and Program Level Outcomes
PLO 1
Properly use web
authoring software
design elements and
an HTML editor in
creating web pages
PLO 2
Describe and
explain the use of
a database in a
website utilizing
input forms,
queries and
database results.
PLO 3
Develop a project incorporating
cascading style sheets, search forms,
tables, photo galleries, shared borders,
themes, interactive components,
dynamic web pages and publishing to
a web site.
CIS 001 I I
CIS 061
M D M
CIS 062 D D
CIS 069 D D
CIS 072 I D D
CIS 075 M
CIS 080 M
CIS 081 M
CIS 083 D
CIS 089
CIS 111 M I M
21
CIS Computer Microcomputer Applications Associate’s Degree
PLO 1
Demonstrate knowledge
of application software
such as word processing,
spreadsheets, personal
information
management, database
management systems,
networking, presentation
and web authoring
software.
PLO 2
Demonstrate
programming skills, at
beginning level, in at
least one programming
language and be
proficient in using the
programming
development tools.
PLO 3
Effective oral
and written
communication
skills.
BUS 092 I M
CIS 001 I M
CIS 015 I M
CIS 055
D D
CIS 061
D I I
CIS 066 M D M
CIS 073 M D
CIS 078 M D I
CIS 089 D D I
CIS 090 M D I
CIS 091 M D I
Table 6 - Program Level Assessments – Computer Programming
Program Level Outcomes Dates
Assessed Results Action Plan
1
.
Students will be able to
construct applications
that use GUI (graphical
user interface)
components and access
databases for data
permanence.
June
2013
85% of successful
students received a
grade of 70% or better
on the assessment.
The drop rate for these
courses was 32% and
was primarily due to
students being
unprepared for the
time required to be
successful.
Work on developing a
mechanism so that when
a deficit is noticed in
students, instructors
teaching the
foundational courses can
better support the
development of time
management skills.
2
.
Students will be able to
develop a programming
solution to a data
structure problem using
object-oriented
methodologies and
appropriate data
structures and
algorithms.
June
2013
71% of successful
students received a
grade of 70% or better
on the assessment.
The drop rate for these
courses was 38%. CIS
020 accounted for
most of the drops
because of the level of
effort required.
Provide better reasoning
skills in the introductory
courses. Consider
adding a separate lab
component for CIS 020.
3
.
Students will be able to
implement a well-
designed, properly
normalized relational
database after analyzing
user requirements and
business rules.
Decembe
r
2012
77% of successful
students received a
grade of 70% or better
on the assessment.
Students need additional
lab time/assignments to
become proficient.
Reading comprehension
is a factor in
successfully completing
the class. Instructor
provides outside reading
material to students.
23
Table 7 – Program Level Assessments Web Development and Administration
Program Level Outcomes Dates
Assessed Results Action Plan
1
.
Properly use web
authoring software
design elements and an
HTML editor in creating
web pages
May
2013
Students were able to
publish a 5-8 page
original web site
which was an ADA
and replete with 20 of
the latest technologies
*(rubric located on
the shared BUS &
CTE drive).
Provide more tutoring in
the CIS 61 (Web
Design).
2
.
Describe and explain the
use of a database in a
website utilizing input
forms, queries and
database results. May
2013
Of the 46 students
enrolled in the CIS 78
Course (Access
Database) over the
past two semesters
only 3 were Web
Design majors. 65% of
the students received a
grade of C or better.
Utilization of an
embedded tutor in the
CIS 61 and CIS 111
classes will significantly
improve the success rate.
3
.
Effective oral and
written communication
skills.
Decembe
r
2012
Students Passed BUS
92 course, Business
Communications..
None at this time.
Table 8 – Program Level Assessments - Microcomputer Applications
Program Level Outcomes Dates
Assessed Results Action Plan
1
.
Demonstrate knowledge
of application software
such as word
processing,
spreadsheets, personal
information
management, database
management systems,
networking,
presentation and web
authoring software.
May
2013
Students successfully
passed the following
courses CIS courses 1,
15, 55, 61, 66, 73, 78,
80, 90 and 91.
Offer more sections in
the program. Hire a full-
time CIS instructor for
Spring 2014 semester
who can teach the
required classes.
2
.
Demonstrate
programming skills, at
beginning level, in at
least one programming
language and be
proficient in using the
programming
development tools
May
2013
A total of 33 CIS
majors students
enrolled in CIS 15,
CIS 22 and CIS 35
received 70 % or
better on coursework
and Exams.
Utilization of embedded
tutors in the CIS
applications classes will
significantly improve the
success rate.
3
.
Effective oral and
written communication
skills
Decembe
r
2012
CIS majors passed the
BUS 92 course,
Business
Communications.
None at this time.
25
Student Learning Outcomes
2.4 Many of our SLOs were updated during this program review cycle. Any new/updated SLOs will go through the
process established by the district and will be reflected in Curricunet. One of our short term goals is to create a
departmental schedule for reviewing SLOs. At this time it was our understanding that courses were to be reviewed every 2
years, and just one SLO at a time. One difficulty with the reviews is getting courses assessed that were taught by adjunct
faculty. We need to increase training on which forms to use and where to input data semester.
2.5 In terms of scheduling, all CIS courses were initially assessed during the summer of 2012. All even-numbered courses
that were taught during the fall 2012 semester were assessed at the end of the Fall 2012 semester and all odd-numbered
CIS courses that were taught were assessed at the end of the Spring 2013 semester. We will follow the aforementioned
assessment schedule until instructed otherwise by administration.
2.6 Currently, our course-level SLOs are almost entirely up to date. There are few outstanding from Spring 2013, and the
instructors have been contacted to complete them. We would like to meet as discipline faculty to discuss how we are
measuring the SLOs and find greater consistency across sections. We also want to make sure faculty are not working in
isolation, so that we can discuss together the strengths and weaknesses of the assessments and ensure we are linking this
analysis to the PLOs and resource allocation. It would be ideal if we had more time during flex to do this collaborative
work. Currently, one full-time faculty member teaches 50% of their course load at the Vacaville Center. Another full-time
CIS faculty member teaches at least 40% of their load at the Vallejo Center where they have a permanent office. Because
of this, it has become increasingly more difficult for CIS faculty to meet and collaborate on SLOs.
2.7 The goal of every faculty member including adjunct instructors completing SLOs every year is new to Solano. The
college administration needs to make sure adjuncts know this expectation and provide support if necessary.
2.8 After reviewing the CIS SLOs, instructors have made changes to their curriculum and syllabi. CIS instructors provide
students with a plethora of resources which can be located on the School’s server (bcs.students.solano.cc.ca.us\workarea)
Drive H. Students can access the H drive from the internet as well as the computer labs on the main campus, and the
Vallejo and Vacaville centers. Each instructor has a folder and generally will have a sub-folder for each class that they
teach which contains course syllabi, class handouts, PowerPoints, tutorials, and sample computer programs. CIS
instructors are now looking to move from paper textbooks to an all-digital format which should be less costly.
Based on recent SLO assessments more programming exercises such as developing a computer program to calculate a
car’s miles per gallon are done in the classroom, where students can actually develop and execute the code from the
student workstation. The instructor workstation can display the code and necessary resources students need to develop and
execute the solutions to the programming exercises they have been given. This hands-on technique has enhanced the
students ability to understand and answer the programming problems they have been assigned.
2.9 Course offerings.
Our department continues to make changes to the curriculum. We have recently added the CIS AS-T degree which will
add a new course CIS 021 - Discreet Structures for Computer Science. The current listing for the CIS Computer
Programming Degree consists of the following core courses:
REQUIRED COURSES --------------------------- Units
CIS 001 Introduction to Computer Science -------- 3
BUS 092 Business Communication ----------------- 3
CIS 022 Introduction to Programming ------------- 3
CIS 055 MS Windows Operating ------------------- 3
CIS 023 Data Structures and ------------------------- 3
CIS 015 Programming in Visual Basic.NET ------ 3
CIS 089 Essential Networking Technologies ------ 3
CIS 078 Access -Database Management System - 3
CIS 052 UNIX Operating System ------------------- 3
CIS 020 Assembly Programming -------------------- 3
Total --------------------------------------------------- 30
One of these Electives: ------------------------------ Units
ACCT 001 Principles of Accounting – Financial - 4
ACCT 002 Principles of Accounting – Managerial 4
BUS 005 Introduction to Business ------------------ 3
CIS 035 Introduction to Java Programming ------- 3
CIS 060 Introduction to the Internet ----------------- 1.5
CIS 061 Creating Web Pages ------------------------- 3
CIS 066 Microsoft Word ------------------------------ 3
CIS 068 Object Oriented Game Programming with Flash 3
CIS 073 Microsoft Excel ------------------------------ 3
CIS 080 SQL Database Management Systems ---- 3
OCED 090 Occupational Work Experience ------- 1 - 8
OCED 091 General Work Experience -------------- 1 - 6
Total --------------------------------------------------- 3
Additionally we are attempting to offer this degree program at our Vacaville center. We have successfully taught 40% of
the core requirements at the center and intend to increase this in the future.
Our department continues to make changes to the curriculum. We have recently added the CIS AS-T degree which will
add a new course CIS 021 - Discreet Structures for Computer Science. The current listing for the CIS Computer
Programming Degree consists of the following core courses.
The department would also like to add a computer Mobile Applications class. Currently, CIS students primarily from the
Gamers Club are circulating a petition to have this course added to the spring 2014 class schedule. Also, a new CIS Data
Mining program is being proposed and at the CIS advisory committee meeting scheduled for November 20, 2013, the
committee will discuss this item.
2.10 Instructional Quality
High quality instruction is one of our program’s greatest strengths. Due to the nature of the discipline our faculty must be
continually updating their skills to keep up with both hardware and software technology. We make a concerted effort to
keep our classrooms up to date with the computer technology currently used by industry. Class sizes are limited to 40
students and the specific course instructor provides laboratory instruction and one on one help outside of the scheduled
class.
2.11 Teaching Methodologies
We teach courses to a variety of different learning styles. While instructors have different methodologies, all include a
mixture of lecture, group work, and hand-on use of hardware and software in the classroom and laboratories. While
teaching, we include demonstrations, follow-on exercises and group collaboration. Special accommodations are made in
the classroom for students with disabilities and those that may need extra help. We use imbedded tutors to aid all students
in learning the complex concepts of the discipline.
2.12 Fill rates/Class size
Our introduction to Computer Science course typically fills well, particularly on-line offerings, and has maintained an
average 82% since fall 2010 even with decreasing enrollments campus-wide. Over the last 2 academic years the
enrollment for classes offered has trended higher than in the previous 2 years and overall program enrollment is
historically higher over the past 5 years by approximately 5%. The average fill rate across the program is 62% and 76%
when we exclude the low enrollment in follow-on courses for the discipline.
2.13 Course sequencing
Course sequencing has not been a significant problem during this cycle, however, due to faculty retirements we anticipate
this may be a problem in the near future.
Students are encouraged to follow this sequence of computer programming courses within the degree program:
CIS 001 – Introduction to Computer Science
CIS 015 – Programming in Visual Basic .NET
CIS 022 – Introduction to Programming
CIS 023 – Data Structures & Algorithms
CIS 020 – Assembly Language Programming
27
2.14 Basic Skills (if applicable)
The CIS program does not offer basic skills courses, but students benefit greatly when their reading, writing and problem
solving skills are at the college level.
2.15 Student Survey
CIS instructors have conducted informal surveys regarding when and where they would like CIS courses to be offered.
Based on the results of the informal surveys, we increased our course offerings at the Vacaville center.
2.16 Four-year articulation (if applicable)
Currently, we have three courses that meet District requirements for General Education: CIS 001, CIS 020 and CIS 022.
All of our Programming courses meet the CSU General Education criteria. We need to revisit our articulation agreements
with both the CSU and UC systems. Many of the core programming courses should be accepted into their programs but
currently only CIS 022 and CIS 035 have articulation with the UC system. CIS 023 – Data Structures and Algorithms does
not articulate with the UC systems. The units transfer, however the student may have to repeat the comparable UC course
because we do not yet have an articulation agreement with the UC’s for this course. With the introduction of the CIS AS-T
degree a complete review will be a top priority in the coming year.
2.17 High School articulation (if applicable)
The following CIS course articulate with the local high schools.
College
Course
Number
College Course
Title Discipline
High School
Name
High School
Course Title SCC
Instructor
CIS 001 Intro to Compter Sc. CIS Benicia HS Intro to Computer Sc Berrett, M.
CIS 050 Micro.C. App. CIS Sem Yeto HS Comp. Applications Anderson, K.
CIS 050 Micro.C. App. CIS Vanden HS Intro.C. App. Anderson, K.
CIS 061 Creat. Web. P. CIS Vanden HS Creat. Web. P. Anderson, K.
CIS 069 MM for Web CIS Rodriguez
HS Comp. Art & MM
Anderson, K.
CIS 069 MM for Web CIS Fairfield HS Comp. Art & MM Anderson, K.
CIS 069 MM for Web CIS Fairfield HS Comp. Art & MM Anderson, K.
CIS 070 Adobe
Photoshop/Web CIS Benicia HS Digital Design
Callison, K.
2.18 Distance Education (if applicable) Currently our program offers five courses online: CIS 001, 015, 055, 078, and CIS 089. Unfortunately, due to limited
staffing and the inability of faculty to teach more than three online sections per semester, we have been unable to offer
these classes as frequently as we would like. We typically offer at least one course each semester. It is our hope that with
the addition of new faculty to our department, we will be able to expand our online offerings.
In regards to successes, the online classes seem to fill quickly and there are often long waiting lists for the few spaces we
have available. The multiple requests for add codes is consistent from semester to semester, indicating the continued high
demand for online classes. Additionally, our online classes allow us to reach students who may otherwise be unable to take
classes at Solano, including active and deployed military members, people who have work schedules that do not fit with
our traditional schedules, or people who are otherwise homebound.
The challenges that arise are mainly a result of switching from eCollege to the Canvas online Platform. This will require
all of our courses to be retooled to match the platform requirements.
When offering classes online we adapt the materials and assignments that are used in our face-to-face classes so that they
may be properly delivered in an online setting, thereby providing students with an equally excellent learning experience.
The primary difference between the two methods of delivery is that our online classes allow students the convenience to
access course materials at a time and place that works best for them. We ensure that our online courses are comparable to
in-class offerings by doing the following:
Strictly adhering to the Section K’s
Using the same texts and course materials as those used in face-to-face classes
Assigning the same or similar assignments as the face-to-face classes
Ensuring that students engage in classroom discussion on relevant and timely topics much as they would in a face-to-face
class
2.19 Advisory Boards/Licensing (CTE) (if applicable)
CIS advisory committee meetings are held once a year. We held a meeting during the Fall 2014 semester and have plans to
hold another meeting in April 2015. In attendance were Solano College full-time and adjunct CIS and Business faculty
members, students, CTE Dean, IT and Office Technology professionals, and representatives from local agencies and the
community. We have three IT professionals on our advisory board, Mr. Rick Smith, IBM, Mr. Guy Gray, Genetech, and
Mr. Rick Llewelyn, North Bay Healthcare. (See appendix)
29
STUDENT EQUITY & SUCCESS
3.1 Course Completion and Retention. ( This is only for classes needed for the CIS degree or certificate)
Success Rates
The tables below show the success rates by various student demographics within the discipline. The first number (in grey)
shows the number of students, following that is the success rate for that group of students. Red values denote a success rate
below the group average while green values denote a success rate above the group average. Finally, the third number
shows the percentage point difference in success rate between those in the program and the average for all students across
the institution for that measure. Color coding shows if the percentage point difference is 10 percentage points higher
(green), within 10 percentage points (yellow) or 10 percentage points less (red) that the institution average.
The CIS department has gone through significant changes since Fall 2010 to the present that has had an impact on the
success of students enrolled in CIS classes as well as CIS majors. The department lost four full-time computer science
instructors (those possessing a FSA to teach programming classes) via retirement and or separation. This reduced the
number of computer science classes that could be offered. Even though some of the classes could have been taught by
adjunct instructors, the college was experiencing a financial crisis during this period as evidenced by the cancellation of
the 2012 summer session and the drastic reduction of classes offered campus wide. Also, during this period one of the
full-time computer science instructors was permanently moved to the Vacaville Center.
Another significant factor was that another full-time CIS instructor was scheduled to teach two Business classes each
semester for the Business department, which also limited the CIS department’s ability to schedule more computer
science/programming classes on the main campus. Before the hiring of Professor Mark Berrett, there were only two full-
time CIS instructors on the main campus who possessed the requisite FSA to teach CIS courses numbered 1-49. The
college offers eight such classes. If you include the classes required for Microcomputer Applications and the Wed
Development and Administration degree the number is thirty.
Another reason for a decline in enrollment is because of scheduling. Most CIS classes are taught in a class room that has
40 workstations, however the admin assistants can no longer schedule the class rooms, thus classes that should be
scheduled in a room that contains 40 workstations have consistently been scheduled in class rooms that contain only 30
workstations. Not only that, the department has experienced significant technical problems with new hardware and
software upgrade sincluding the installation of a 50 inch video monitors in the largest classroom, however students sitting
in the last row cannot view the information the instructor is displaying on the monitor.
It appears more students are successful in obtaining the CIS certificates rather than the CIS AS degree in all of the
programs. One of the reasons is some of the courses that are needed, have not been offered in over three years because
there are no instructors to teach them and in some cases where the class is offered it is cancelled due to low enrollment.
Another factor significant factor is room scheduling. It is not surprising to have an English, Photography, Statistics or
some other non-IT class scheduled in a room that was previously dedicated to CIS courses. This has been problematic
because IT must install additional software on the workstations in theses classrooms which has significantly slowed the
performance of the workstations. Instructors have reported to the school coordinator and the Dean that it has taken well
over 10 minutes for the workstation to boot in a 50 minute class. Much time is wasted.
The CIS instructors have met and discussed ways and developed strategies that will help to increase the success rates. One
of the things that is being done in the current semester is to combine both the lecture and the lab component of the class
together rather than the lab being TBD. Students will be assigned into the lab component of the class with the instructor
who is teaching the lecture component of the class. This is being done in CIS classes numbered 1 to 49. The department is
diligently seeking more CIS tutors in the area of Programming and Web Development. The CIS department is also
actively seeking more minority and female tutors. The department has participated in the planning with the campus group
that is designing new class room configurations for classes that utilize technology.. One of the suggestions that will be
implanted soon is that the students will now have two monitors at their respective workstations. This should fix the
problem of not being able to see what the instructor is displaying on the class monitor. Another step that is being taken is
to utilize Netlab (a resource offered by a consortium of Community Colleges at Cabrillo College) whereby students via
remote login can utilize technologies not currently available on Solano College workstations.
Lastly, very few CIS instructors are taking advantage of upgrading their technical skills via workshops and classes. There
have been significant hardware and software changes in the past few years in areas of programming, web design and
development, operating systems, mobile apps, digital media, game programming, and computer forensics. The college
offers little financial assistance in this regard. If significant improvements are to be seen this has to change. The CIS
department must also hire additional instructors who have broad knowledge of today’s emerging technologies.
SUCCESS RATE (GENDER)
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Total 880
55.0%
977
54.4%
336
62.5%
840
54.6%
869
55.8%
870
59.8%
783
61.6%
232
63.7%
675
64.7%
861
60.2%
207
62.4%
785
60.2%
Female 447
57.2%
-11.4%
491
56.1%
-11.7%
169
62.0%
-13.2%
403
53.6%
-14.9%
411
56.1%
-12.3%
380
69.2%
-0.1%
362
62.4%
-6.1%
123
60.4%
-13.9%
294
63.3%
-5.8%
388
59.5%
-10.7%
103
57.4%
-21.3%
354
60.0%
-7.9%
Male 421
52.7%
-11.5%
469
53.5%
-11.7%
162
62.4%
-14.2%
427
55.7%
-10.1%
447
55.4%
-11.2%
477
52.3%
-13.3%
412
61.3%
-5.0%
105
67.8%
-9.0%
374
66.0%
0.0%
454
61.4%
-6.1%
100
67.3%
-12.2%
417
60.3%
-4.9%
Not Reported 12
52.9%
-14.9%
17
31.8%
-32.3%
5
83.3%
-0.9%
10
45.5%
-23.8%
11
61.5%
-8.7%
13
61.1%
-4.3%
9
46.7%
-19.3%
4
50.0%
-20.0%
7
57.1%
-14.0%
19
48.0%
-18.4%
4
75.0%
-6.1%
14
60.0%
-6.4%
Success Rate (Major)
For this field the comparison is the institution average.
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Total 880
55.0%
0.67
977
54.4%
0.67
336
62.5%
0.76
840
54.6%
0.67
869
55.8%
0.68
870
59.8%
0.68
783
61.6%
0.68
232
63.7%
0.75
675
64.7%
0.68
861
60.2%
0.69
207
62.4%
0.79
785
60.2%
0.67
Undeclared
134
56.8%
-9.9%
149
50.3%
-16.3%
57
59.7%
-16.1%
128
59.4%
-8.0%
127
57.2%
-10.4%
124
66.7%
-1.0%
108
65.6%
-2.0%
41
74.4%
-0.8%
87
67.4%
-0.4%
114
72.3%
3.2%
40
70.7%
-8.4%
108
61.7%
-5.0%
CIS-Computer
Programming
120
57.1%
-9.6%
131
55.4%
-11.2%
46
63.6%
-12.2%
114
51.4%
-16.1%
124
61.1%
-6.5%
137
50.3%
-17.4%
119
61.0%
-6.6%
34
71.1%
-4.1%
115
64.2%
-3.5%
133
58.8%
-10.3%
36
75.7%
-3.4%
137
65.4%
-1.3%
Busines
s
General
:
Transfe
r
40
48.9%
-17.8%
39
65.3%
-1.3%
21
82.6%
6.8%
46
55.8%
-11.6%
57
47.5%
-20.2%
85
59.4%
-8.3%
76
66.3%
-1.3%
35
71.1%
-4.1%
71
59.0%
-8.7%
89
50.5%
-18.5%
23
58.3%
-20.8%
96
56.1%
-10.7%
31
Fall
2010
Sprin
g
2011
Summer
2011
Fall
2011
Sprin
g
2012
Fall
2012
Sprin
g
2013
Summer
2013
Fall
2013
Sprin
g
2014
Summer
2014
Fall
2014
Registered
49
58
16
54
39
29
33
10
28
31
7
28
Nursing 55.7% 43.2% 68.8% 52.2% 57.4% 55.2% 57.9% 60.0% 80.0% 66.7% 85.7% 46.7%
-11.0% -23.4% -7.1% -15.2% -10.2% -12.5% -9.7% -15.2% 12.2% -2.4% 6.6% -20.1%
Accounting
45
66.1%
-0.7%
47
72.6%
6.0%
21
69.2%
-6.6%
32
62.2%
-5.3%
45
63.8%
-3.8%
49
76.5%
8.8%
50
67.9%
0.3%
19
59.1%
-
16.1%
39
73.5%
5.7%
47
75.8%
6.7%
7
57.1%
-
22.0%
35
65.1%
-1.6%
Business
60
67
19
44
31
9
15
0
0
0
0
0
General, 52.4% 38.0% 65.2% 44.9% 50.0% 80.0% 70.6%
Transfer -14.3% -28.6% -10.6% -22.5% -17.6% 12.3% 3.0%
CIS-Web/Net
41
45
17
38
35
35
27
9
24
32
7
20
Administratio 63.4% 63.8% 47.6% 54.0% 66.1% 58.0% 75.0% 54.5% 65.7% 46.8% 42.9% 58.6%
n -3.3% -2.9% -28.2% -13.4% -1.5% -9.7% 7.4% -20.6% -2.1% -22.2% -36.2% -8.1%
OT:Med Office
12
13
5
17
27
26
20
4
18
31
7
23
Spec 73.7% 68.0% 60.0% 88.9% 41.3% 81.4% 62.5% 25.0% 57.7% 61.0% 85.7% 74.2%
7.0% 1.4% -15.8% 21.5% -26.3% 13.7% -5.1% -50.2% -10.1% -8.0% 6.6% 7.4%
OT: Admin
18
21
3
17
23
27
27
7
31
40
2
32
Assist 80.0% 64.1% 33.3% 56.5% 76.5% 77.3% 46.7% 55.6% 56.9% 57.1% 50.0% 68.0%
13.3% -2.5% -42.5% -10.9% 8.9% 9.6% -20.9% -19.6% -10.9% -11.9% -29.1% 1.3%
Biology
15
50.0%
-
16.7%
16
56.3%
-
10.4%
3
100.0
%
24.2%
13
76.9%
9.5%
23
36.0%
-
31.6%
27
63.0%
-4.7%
18
59.1%
-8.5%
7
57.1%
-
18.0%
14
80.0%
12.2%
20
75.0%
6.0%
7
85.7%
6.6%
10
80.0%
13.3%
Others
346
49.3%
-17.4%
391
53.2%
-13.4%
128
59.6%
-16.2%
337
51.6%
-15.8%
338
53.1%
-14.5%
322
54.9%
-12.7%
290
58.7%
-8.9%
66
56.8%
-
18.4%
248
63.7%
-4.1%
324
57.1%
-11.9%
71
48.6%
-
30.4%
296
56.1%
-10.7%
SUCCESS RATE (ETHNICITY)
Fall
2010
Sprin
g
2011
Summer
2011
Fall
2011
Sprin
g
2012
Fall
2012
Sprin
g
2013
Summer
2013
Fall
2013
Sprin
g
2014
Summer
2014
Fall
2014
Total 880
55.0%
977
54.4%
336
62.5%
840
54.6%
869
55.8%
870
59.8%
783
61.6%
232
63.7%
675
64.7%
861
60.2%
207
62.4%
785
60.2%
2
1
0
1
2
1
0
0
1
1
0
3
100.0% 0.0% 100.0% 50.0% 100.0
%
100.0% 0.0% 0.0%
Am. Indian or
12
17
6
22
18
18
19
8
21
22
11
19 Alaskan Native
76.9% 52.6% 20.0% 48.1% 45.0% 63.2% 59.4% 90.9% 51.7% 55.9% 63.6% 59.1%
7.8% -
16.0%
-
57.9%
-
21.0%
-
21.0%
-3.5%
-4.3%
11.3%
-
14.5%
-
16.5%
-
20.9%
-
12.9%
Fall
2010
Sprin
g
2011
Summer
2011
Fall
2011
Sprin
g
2012
Fall
2012
Sprin
g
2013
Summer
2013
Fall
2013
Sprin
g
2014
Summer
2014
Fall
2014
Asian or Pacific
134
126
58
143
143
156
149
48
135
176
47
182 Islander
58.0% 52.8% 73.1% 64.3% 68.4% 60.3% 64.0% 70.9% 70.8% 66.5% 65.3% 60.6%
-11.8% -17.1% -9.2% -6.9% -2.7% -10.7% -6.2% -7.4% 0.7% -6.1% -19.1% -10.7%
Black
204
195
55
161
170
148
125
40
130
150
31
144 Non-Hispanic
34.1% 40.6% 49.3% 43.2% 33.7% 44.8% 46.1% 45.5% 52.5% 40.9% 28.6% 49.1%
-19.8% -13.0% -16.3% -12.1% -19.7% -11.0% -8.2% -19.8% -5.1% -14.9% -38.7% -4.9%
Hispanic
131
60.4%
-5.5%
120
53.3%
-13.4%
70
68.0%
-4.9%
129
53.7%
-11.5%
168
52.6%
-13.1%
178
55.8%
-9.4%
130
64.7%
-2.7%
49
60.4%
-
15.6%
125
61.5%
-4.7%
155
65.9%
-1.4%
39
66.7%
-
10.7%
170
61.0%
-5.0%
Other
120
59.4%
-10.9%
254
51.5%
-14.5%
38
57.8%
-
20.0%
108
47.4%
-23.1%
92
55.1%
-
17.7%
81
68.8%
-3.4%
50
69.7%
-3.5%
11
83.3%
6.8%
33
71.7%
-1.9%
32
54.8%
-
21.9%
7
100.0
%
13.6%
25
76.7%
8.7%
White
277
264
109
276
276
288
310
76
230
325
72
242 Non-Hispanic
63.2% 68.5% 65.8% 60.6% 65.0% 66.1% 64.1% 64.2% 70.5% 64.2% 70.8% 64.9%
-8.4% -4.6% -13.3% -11.9% -8.6% -7.0% -8.7% -14.2% -2.3% -10.7% -12.0% -6.9%
Success Rate (Age)
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Total 880
0.55
0.68
-0.13
977
0.54
0.68
-0.13
336
0.63
0.76
-0.14
840
0.55
0.69
-0.14
869
0.56
0.69
-0.13
870
0.60
0.68
-0.08
783
0.62
0.68
-0.07
232
0.64
0.75
-0.11
675
0.65
0.69
-0.04
861
0.60
0.70
-0.10
207
0.62
0.79
-0.16
785
0.60
0.67
-0.07
0
0
0
0
0
0
1
0.0%
0
0
0
0
0
0-17
24
64.0%
-6.5%
20
29.2%
-42.4%
44
67.4%
-12.4%
42
60.5%
-11.4%
19
61.9%
-16.8%
33
58.8%
-11.1%
10
63.6%
-11.3%
14
86.7%
2.7%
21
65.2%
-3.2%
22
77.3%
-1.3%
18
77.8%
-3.5%
62
80.6%
8.6%
18-25
456
49.4%
-15.2%
491
49.8%
-15.3%
130
65.7%
-9.9%
434
49.3%
-16.0%
475
53.8%
-11.8%
499
54.3%
-12.5%
433
59.5%
-7.0%
107
65.2%
-10.0%
353
64.3%
-2.1%
444
59.5%
-8.2%
94
62.1%
-17.0%
421
57.6%
-7.6%
26-30
101
50.3%
-17.3%
115
54.3%
-12.7%
42
51.0%
-23.9%
107
50.4%
-18.5%
110
50.4%
-19.5%
94
59.8%
-7.3%
87
58.4%
-9.9%
28
66.7%
-5.3%
89
63.9%
-3.5%
134
66.3%
-3.2%
31
75.0%
-4.7%
108
61.8%
-4.9%
33
31-35
62
50.0%
-
20.1%
86
53.7%
-
11.2%
26
42.9%
-
29.8%
66
60.9%
-8.7%
58
71.1%
-1.5%
60
67.9%
-0.1%
70
65.9%
1.6%
32
60.0%
-
11.4%
52
62.9%
-6.7%
61
55.2%
-
14.9%
19
73.7%
-4.2%
49
68.9%
-2.9%
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
36-40
57
73.1%
0.8%
78
57.7%
-12.8%
24
75.0%
-5.1%
47
58.6%
-16.3%
54
60.3%
-11.8%
47
61.5%
-8.0%
41
52.2%
-17.9%
14
37.5%
-31.3%
45
55.6%
-15.9%
40
54.0%
-16.6%
12
21.4%
-52.0%
32
57.8%
-9.8%
41-45
54
63.0%
-8.5%
53
57.4%
-13.3%
18
81.0%
9.0%
42
57.7%
-15.4%
54
62.3%
-9.8%
39
70.8%
-2.2%
32
66.7%
-4.3%
8
77.8%
-2.9%
23
65.5%
-6.9%
51
63.1%
-13.3%
17
63.2%
-14.6%
37
62.2%
-4.3%
46+
126
67.5%
-7.9%
134
69.7%
-6.7%
52
59.7%
-16.7%
102
71.3%
-3.8%
99
54.0%
-18.7%
98
75.2%
2.0%
109
71.1%
-4.2%
29
57.6%
-20.2%
92
72.1%
-3.6%
109
56.6%
-16.0%
16
43.8%
-36.0%
76
49.4%
-24.4%
Success Rate (Instruction Method)
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Fall
2012
Spring
2013
Summer
2013
Fall
2013
Spring
2014
Summer
2014
Fall
2014
Total 880
55.0%
977
54.4%
336
62.5%
840
54.6%
869
55.8%
870
59.8%
783
61.6%
232
63.7%
675
64.7%
861
60.2%
207
62.4%
785
60.2%
Directed
0
1
0
2
1
2
0
0
0
0
0
0
Study/Independ.
Study
100.0%
100.0% 100.0% 100.0%
0.0% 0.0% 0.0% 3.3% 0.0% 5.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Lecture and/or
28
33
0
31
56
12
25
0
0
140
41
276
discussion 55.8% 46.9%
56.0% 64.1% 95.2% 65.6%
67.9% 61.0% 62.4%
-12.3% -20.2% 0.0% -11.9% -3.4% 27.2% -2.4% 0.0% 0.0% -1.5% -22.4% -4.8%
Lecture/Lab
613
55.5%
-13.5%
643
56.2%
-13.1%
176
73.9%
-4.2%
497
54.8%
-13.6%
636
54.3%
-14.6%
666
54.9%
-12.5%
515
59.1%
-10.2%
51
76.5%
-3.1%
485
64.4%
-3.2%
489
57.4%
-11.9%
66
69.7%
-11.0%
357
57.8%
-8.5%
Online
318
54.0%
-6.1%
363
52.6%
-7.4%
172
52.5%
-16.7%
359
53.9%
-7.0%
235
57.7%
-5.6%
233
71.7%
7.6%
289
65.9%
4.6%
185
60.5%
-5.3%
217
65.5%
2.2%
296
60.7%
-5.2%
101
58.5%
-13.2%
190
60.8%
-2.9%
Retention Rates
% GRADE DISTRIBUTION
Fall
201
0
Spr
ing
20
11
Sum
mer
201
1
Fall
2011
Spr
ing
20
12
Fall
201
2
Spr
ing
20
13
Sum
mer
201
3
Fall
2013
Spr
ing
20
14
Sum
mer
201
4
Fall
2014
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
A 20% 22% 28% 22% 19% 24% 24% 36% 30% 27% 34% 27%
B 18% 17% 20% 15% 20% 17% 19% 14% 19% 19% 16% 20%
C 12% 11% 14% 14% 13% 14% 16% 13% 15% 13% 12% 13%
D 4% 6% 4% 7% 8% 8% 7% 5% 6% 5% 5% 8%
F 22% 25% 23% 22% 21% 18% 17% 9% 13% 19% 19% 16%
I 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
NP 3% 3% 0% 2% 2% 0% 2% 0% 0% 0% 0% 0%
P 5% 4% 0% 4% 3% 4% 2% 1% 1% 1% 1% 0%
RD 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
W 15% 12% 10% 14% 13% 14% 13% 22% 16% 15% 13% 16%
Total 100
%
100% 100% 100% 100% 100
%
100% 100% 100% 100% 100% 100%
35
3.2 Degrees/Certificates Awarded.
Below are the program results for the Microcomputer Applications program for the past 4
years:
2008/2009 2009/2010 2011/2012 2012/2013
Associate in
Science
7 7 4 5
Certificate of
Achievement
4 3 1 1
Total 11 10 5 6
Below are the program results for the Computer Programming Major for the past 4 years:
2008/2009 2009/2010 2011/2012 2012/2013
Associate in
Science
1 1 5 0
Certificate of
Achievement
0 1 2 2
Total 1 2 7 2
Below are the program results for the Web Administration for the past 4 years:
2008/2009 2009/2010 2011/2012 2012/2013
Associate in
Science
1 1 1 1
Certificate of
Achievement
1 1 4 0
Total 2 2 5 1
3.3 Transfer.
Once the new AS-T degree in Computer programming is approved by the Chancellor’s office
Computer programming majors will be University of California as well as California State
University transfer ready. To provide the students with more marketable skills the CIS program is
currently being changed to offer a certificate or degree in Information Technology, which will
replace the current Microcomputer Applications program, and the Web Administration program
is being revised and renamed to Web Design and Development.
3.4 Faculty Training.
The department has recently allocated more monies for faculty training. One instructor recently
attended a CIT symposium in Santa Barbara, and is now using all digital textbooks in his CIS
courses as well as revolutionary software program for the Microsoft applications such as Word,
Excel Access and PowerPoint. He is also collaborating with and networking with another
community college instructor from American river College who co-authored two books he has
adopted. The response from students has been excellent.
3.5 Career Technical Programs.
See Section 1.6 Future Outlook.
PROGRAM RESOURCES
4.1 Human Resources.
The CIS Department currently has six full-time instructors Kevin Anderson, Mark Berrett,
Adrienne Cary, Marylou Fracisco, Mark Taylor and John Urrutia. Of the six, only Professors
Anderson, Berrett and Urrutia have the FSA to teach computer programming. The department
also has several adjunct instructors: Joanne Strickland, Earl Wylie, Grant Lee, Bill Schwarz,
Carl Ogden, Zhen Chen, and Kathleen Callison.
Professor Adrienne Cary recently was recently granted sabbatical leave where she attended
several Adobe classes and is now certified to teach any course requiring the use of the Adobe
Software programs such as InDesign and Photoshop.
4.2 The college administration has recently hired a full-time CIS instructor. The instructor began
teaching in spring of 2013. We are still in need of additional adjunct CIS instructors.
4.3 Equipment. The CIS computer labs and classrooms on the main campus and the centers are in
need of technological upgrades. Unfortunately we now share these classrooms with other
disciplines and additional software has been installed on student workstations whereby CIS
students are expiring a significant degradation in the workstations’ performance. We need new
computers that are faster and have greater memory capacities with the ability to run on multiple
platforms such as Windows, UNIX and Linux. We have upgraded our application software to
Microsoft Office 2013, and programming software to Visual Studio 2012 and the we are now
using the latest version of Adobe Suite. However, if the CIS programs are to remain viable, we
must offer the latest technologies. It appears the current college budget for equipment and
software upgrades cannot keep up with the technological upgrades the CIS program desperately
needs.
4.4 Facilities. We have a need for a computer lab area with sufficient storage space so students
can work on semester projects (i.e. building a PC, etc…) and be able to store items so they can be
worked on at a later date and time. The department also has the need for more meeting space. We
currently have our staff meeting in a class room where faculty must sit at a computer workstation
or at a desk. We need a room that has a conference table. The CIS students need a room for
collaboration. Currently they use the computer labs in rooms 504 and 507, however, it can get
rather loud which interferes with other students working on computer lab assignments.
37
4.5 Budget/Fiscal Profile. For the past four years the college’s budget has been unstable. If the
college budget would stabilize we could plan better. We have provided the CIS departmental
hardware and software needs to the dean of Applied Technology and Business, however there
does not appear to be adequate funding for new developments or major projects.
5.1 Program Strengths
The greatest strength of the CIS program is its stability. The program has been in existence for
over 30 years and we are still able to offer courses that are relevant and meet the necessary UC
and CSU transfer requirements. We teach students the latest developments in technologies with
limited funding and limited human resources. We would like to offer more courses at our centers,
particularly Vacaville. We would like our students to be able to take all of the courses required to
obtain the degree or certificate at the Vacaville center. In order to do this we need more course
offerings at the Vacaville center as well as more than one full-time CIS faculty member.
Table 8. Short-Term and Long-Term Goals
Short-Term Goals Planned Action Target
Date
Person
Responsible Source
1. Implement Business
Information Worker Program
Submit Program to
Curriculum
Committee
Fall 2016 Kevin
Anderson NR
2. Develop new programing
courses to articulate with
CSU
East Bay, Sacramento and
San Francisco
Meet with
representatives
from the CSU’s
Fall 2016
Kevin
Anderson,
Mark Berrett
NR
3. Develop new IT program
to develop mobile apps.
Meet with Dean to
obtain necessary
information to
proceed.
Spring
2017 Mark Berrett NR
Long-Term Goals Planned Action Target
Date
Person
Responsible Source
1.Develop a CIS Excel online
class CIS 73 Fall 2017
Kevin
Anderson NR
2. Hire two full-time
programming instructor Discuss with Dean Fall 2017
Dean of CTE
& Business DB
3.Hire additional CIS
application instructors Discuss with Dean Fall 2017
Dean of CTE
& Business DB
In the source column denote “SP” for Strategic Proposals, “DP” for Department Budget, “P” for
Perkins or “NR” for No Additional Resources Needed.
39
SIGNATURE PAGE
Please include all full-time faculty and as many part-time faculty as possible.
Faculty chose not to sign this report.
Ferdinanda Florence, APCR Coordinator, 4/25/17
Appendix A
CIS AND OT ADVISORY
COMMITTEE MEETING MINUTES
(Redacted to include only the CIS meeting information)
DATE: October 21, 2014 4:00 p.m. to 6:00 p.m.
ATTENDEES:
Donna Anderson, SCC Instructor, retired Kathleen Callison, SCC Instructor
Kevin Anderson, CTE School Coordinator Patricia Ceja, OT Instruction Assistant
Harriet Strickland, CEO, Altrian (AMG Zhen Chen, SCC Instructor
Debra Berrett, SCC Instructor Catherine Choe, Sutter Health Care
Mark Berrett, SCC Instructor Marylou Fracisco, SCC Instructor
Dawn Carpenter, SCC Instructor Geff Freire, SCC Student
Adrienne Cary, SCC Instructor Rebecca Lacount, SCC Counselor
Emily Lane, SCC Instructor Linda McKee, RN, Kaiser
Maire Morinec, SCC Dean Brenda Jaye, Manager Nelson Staffing
Lavonne Slaton, SCC Instructor Alex Kiaman, SCC Student
Berta Lloyd, SCC Sylvia Cross, Health Info Consultant
Alison Bolton, SCC Instructor Patricia Young, SCC Career Coordinator
Rick Llewelyn, IT Director, NorthBay Healthcare Ziyun He (Helen), SCC ASSC Bus.
Senator
Marsh Ellis, Center Director, Lifelong Medical Care
41
MINUTES:
Meeting called to order by Kevin Anderson, CTE School Coordinator at 4:00 p.m. Kevin stated
that we are trying to get innovative and creative with our programs and would like to thank
everyone for coming
Kevin announced the plan to have a meeting in the spring as a follow up to decisions made during
this meeting. What can we do to enhance our programs for the students and what did we
implement from the plans made.
The group introduced themselves
Kevin introduced Dean Maire Morinec to the group:
Dean Morinec discussed that she and some others would be going to a conference focusing on the
$50 million dollars in enhancement funds that the colleges will be receiving of that amount we
will be receiving approximately $320,000. We received the second highest award in funds. Focus
for the funds will be on Information Technology; Allied Health and Health Services; Advanced
Manufacturing; Drafting; Megatronics; etc. Office Technology and Medical Front Office will be
in Allied Health; Computer Coding in Information Technology. Remaining amount for regional
projects, such as standardized programs.
What is Measure Q –a 340 million dollar bond –we will have a building for companies to come
and train their people. Tell us what you need so the equipment can be paid for out of Measure Q
monies.
OVERVIEW OF CIS PROGRAM—KEVIN ANDERSON
Kevin Anderson & John Urrutia are working on migrating CIS Computer Programming to a
Computer Programming Transfer Degree
Microcomputer Applications Program to an Information Technology Program
Web administration Program to migrate to a Web Development Program such as Word Press.
We want to offer classes that will meet the industries needs and standards. We will be very
responsive to your input. The plan is to meet at least twice a year to keep on top of what is going
on in the industry.
BREAKOUT SESSION: COMPUTER AND INFORMATION SCIENCE
Kevin Anderson, Zhen Chen, Adrienne Cary, Mark Berrett, Ricardo Llewelyn, Kathleen Callison
Guest
Alison Bolton, Ricardo Llewelyn
Student Guest
Geff Freire, Ziyun ( Helen) He, Alex Klaman
Agenda Items that were discussed during the meeting
1. CIS AS-T Transfer degree – All the work has been completed but it has not yet been
approved by the curriculum committee. The committee is backlogged. Hopefully they
will review the modifications to the CIS programming degree so the transfer degree can
be awarded May 2015.
2. Web Administration and Microcomputer Application programs– We discussed
modifying both of these programs and making the Web Admin program a Web
development program. The Microcomputer Applications program will be changed to an
Information technology program. The committee believes that we should see an increase
in CIS course enrollment and an increase in the number of students receiving a CIS
degree or certificate. Professors Cary and Anderson will be leading out in this effort. We
are currently looking at Information Technology and Web Development programs at
other community colleges such as American River, Sacramento City, Napa Valley,
Diablo Valley, Sierra and Monroe Colleges.
3. CIS 1 Course Changes -We discussed the changes made to the CIS 1 course to comply
with the requirements for the AS-T transfer degree in Business. The course will now
include exercises in spreadsheets and databases.
4. Current Student Workstation Performance Issues -Ricardo Llewelyn, It Network
Director of NorthBay healthcare shared with us a different concept for our student
workstations; Virtual Desktop. He thought that using virtual desktop software on our
student workstation would improve the speed and performance of the workstations. We
will discuss this with our IT department and report back at the next CIS department
meeting and at the next Advisory committee meeting scheduled for spring semester 2015.
5. Mobile Apps and Gaming classes – the students at the meeting asked about the
possibility of the CIS department offering course on computer gaming and mobile
applications. Geff Freire is doing the research and once complete, the department will
look at the viability of offering the classes.
Meeting adjourned at 5:45 p.m.
43
Appendix B
Appendix C
